Keystone Exams: Biology Assessment Anchors and Eligible ... the Board/B… · The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each

Assessment Anchors and Eligible Content

Keystone Exams: Biology

Pennsylvania Department of Education

www.education.state.pa.us�2010�

PENNSYLVANIA DEPARTMENT OF EDUCATION�

General Introduction to the Keystone Exam Assessment Anchors

Introduction

Since the introduction of the Keystone Exams, the Pennsylvania Department of Education (PDE) has been working to create a set of tools designed to

help educators improve instructional practices and better understand the Keystone Exams. The Assessment Anchors, as defined by the Eligible

Content, are one of the many tools the Department believes will better align curriculum, instruction, and assessment practices throughout the

commonwealth. Without this alignment, it will not be possible to significantly improve student achievement across the Commonwealth.

How were Keystone Exam Assessment Anchors developed?

Prior to the development of the Assessment Anchors, multiple groups of PA educators convened to create a set of standards for each of the

anchor the state assessment system and curriculum/instructional practices in schools.

Assessment Anchors, as defined by the Eligible Content, were created with the following design parameters:

Keystone Exams. Enhanced standards, derived from a review of existing standards, focused on what students need to know and be able to do in

order to be college and career ready.

Additionally, the Assessment Anchors and Eligible Content statements were created by other groups of educators charged with the task of clarifying

the standards assessed on the Keystone Exams. The Assessment Anchors, as defined by the Eligible Content, have been designed to hold together or

� Clear: The Assessment Anchors are easy to read and are user friendly; they clearly detail which standards are assessed on the Keystone

Exams.

� Focused: The Assessment Anchors identify a core set of standards that could be reasonably assessed on a large-scale assessment, which will

keep educators from having to guess which standards are critical.

� Rigorous: The Assessment Anchors support the rigor of the state standards by assessing higher-order and reasoning skills.

� Manageable: The Assessment Anchors define the standards in a way that can be easily incorporated into a course to prepare students for

success.

How can teachers, administrators, schools, and districts use these Assessment Anchors?

The Assessment Anchors, as defined by the Eligible Content, can help focus teaching and learning because they are clear, manageable, and closely

aligned with the Keystone Exams. Teachers and administrators will be better informed about which standards will be assessed. The Assessment

Anchors and Eligible Content should be used along with the Standards and the Curriculum Framework of the Standards Aligned System (SAS) to build

curriculum, design lessons, and support student achievement.

Pennsylvania Department of Education Keystone Exams: Biology – Page 2�Assessment Anchors and Eligible Content Final—March 1, 2010�

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What impact will the implementation of the K–12 Common Core Standards have on the content of this document?

Standards Aligned System — http://www.pdesas.org/

The Assessment Anchors and Eligible Content are designed to enable educators to determine when they feel students are prepared to be successful

in the Keystone Exams. An evaluation of current course offerings, through the lens of what is assessed on those particular Keystone Exams may

provide an opportunity for an alignment to ensure student preparedness.

How are the Assessment Anchors organized?

The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be

read like an outline. This framework is organized first by module, then by Assessment Anchor, followed by Anchor Descriptor, and then finally, at the greatest

level of detail, by an Eligible Content statement. The common format of this outline is followed across the Keystone Exams.

Here is a description of each level in the labeling system for the Keystone Exams:�Module:

identify the range of the content covered on the Keystone Exams.

The Assessment Anchors are organized into two thematic modules for each of the Keystone Exams. The module title appears at the

top of each page. The module level is important because the Keystone Exams are built using a module format, with each of the Keystone

Exams divided into two equally-sized test modules. Each module is made up of two or more Assessment Anchors.

Assessment Anchor: The Assessment Anchor appears in the shaded bar across the top of each Assessment Anchor table. The Assessment

Anchors represent categories of subject matter that anchor the content of the Keystone Exams. Each Assessment Anchor is part of a module

and has one or more Anchor Descriptors unified under it.

Anchor Descriptor: Below each Assessment Anchor is a specific Anchor Descriptor. The Anchor Descriptor level provides further details that

delineate the scope of content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or

more Eligible Content unified under it.

Eligible Content: The column to the right of the Anchor Descriptor contains the Eligible Content statements. The Eligible Content is the most

specific description of the content that is assessed on the Keystone Exams. This level is considered the assessment limit and helps educators

Enhanced Standard: In the column to the right of each Eligible Content statement is a code representing one or more Enhanced Standards

that correlate to the Eligible Content statement.

It is anticipated that there will be significant alignment between PA’s Academic Standards and the Common Core. Every effort will be made to

ensure that the alignment of the standards to the Assessment Anchors and Eligible Content is maintained. As more information becomes available,

PDE will inform state educators.

Pennsylvania Department of Education — www.education.state.pa.us

Cover photo © Hill Street Studios/Harmik Nazarian/Blend Images/Corbis.


Keystone Exams: Biology�

MODULE A—Cells and Cell Processes FINAL—March 1, 2010

ASSESSMENT ANCHOR

BIO.A.1 Basic Biological Principles

Anchor Descriptor Eligible Content Enhanced

Standard

BIO.A.1.1 Explain the characteristics

common to all organisms.

BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms. 3.1.B.A1

3.1.B.C2

4.1.3.A

4.1.4.A


Standard

BIO.A.1.2 Describe relationships

between structure and

function at biological levels of

organization.

BIO.A.1.2.1 Compare cellular structures and their functions in prokaryotic and eukaryotic cells. 3.1.B.A1

3.1.B.A5

3.1.B.C2

4.1.4.A

BIO.A.1.2.2 Describe and interpret relationships between structure and function at various levels of

biological organization (i.e., organelles, cells, tissues, organs, organ systems, and multicellular

organisms).

3.1.B.A5

3.1.B.A6

3.1.B.A1

Eligible Content may be assessed using knowledge and/or skills associated with the Nature of Science.



MODULE A—Cells and Cell Processes FINAL—March 1, 2010�

ASSESSMENT ANCHOR

BIO.A.2 The Chemical Basis for Life


Standard

BIO.A.2.1 Describe how the unique

properties of water support

life on Earth.

BIO.A.2.1.1 Describe the unique properties of water and how these properties support life on Earth

(e.g., freezing point, high specific heat, cohesion).

3.1.B.A8

3.1.B.A5

4.2.5.C


Standard

BIO.A.2.2 Describe and interpret

relationships between

structure and function at

various levels of biochemical

organization (i.e., atoms,

molecules, and

macromolecules).

BIO.A.2.2.1 Explain how carbon is uniquely suited to form biological macromolecules. 3.1.B.A7

3.2.C.A2

BIO.A.2.2.2 Describe how biological macromolecules form from monomers. 3.1.B.A7

3.1.B.A8

3.1.B.A2

3.1.C.A2

3.1.C.A7

BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins, and nucleic acids in

organisms.

3.1.B.A7

3.1.B.A2

3.1.C.A2

3.1.C.A7


Standard

BIO.A.2.3 Explain how enzymes regulate

biochemical reactions within a

cell.

BIO.A.2.3.1 Describe the role of an enzyme as a catalyst in regulating a specific biochemical reaction. 3.1.B.A2

3.1.B.A7

BIO.A.2.3.2 Explain how factors such as pH, temperature, and concentration levels can affect enzyme

function.

3.1.B.A2

3.1.B.A7

Eligible Content may be assessed using knowledge and/or skills associated with the Nature of Science.�




ASSESSMENT ANCHOR

BIO.A.3 Bioenergetics


Standard

BIO.A.3.1 Identify and describe the cell

structures involved in

processing energy.

BIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy

transformations.

3.1.B.A2

3.1.B.A5

3.1.C.A1


Standard

BIO.A.3.2 Identify and describe how

organisms obtain and

transform energy for their life

processes.

BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and cellular respiration. 3.1.B.A2

3.1.B.A5

3.1.C.A1

4.1.10.C

BIO.A.3.2.2 Describe the role of ATP in biochemical reactions. 3.1.B.A2

3.1.C.A1

3.1.C.A2





ASSESSMENT ANCHOR

BIO.A.4 Homeostasis and Transport


Standard

BIO.A.4.1 Identify and describe the cell

structures involved in

transport of materials into,

out of, and throughout a cell.

BIO.A.4.1.1 Describe how the structure of the plasma membrane allows it to function as a regulatory

structure and/or protective barrier for a cell.

3.1.B.A5

3.1.B.A2

3.1.B.A4

3.1.B.A7

3.2.C.A1

3.2.P.B6

BIO.A.4.1.2 Compare the mechanisms that transport materials across the plasma membrane (i.e., passive 3.1.B.A5

transport—diffusion, osmosis, facilitated diffusion; and active transport—pumps, 3.1.B.A2

endocytosis, exocytosis). 3.1.B.A7

3.2.C.A1

3.2.P.B6

BIO.A.4.1.3 Describe how membrane-bound cellular organelles (e.g., endoplasmic reticulum, Golgi

apparatus) facilitate the transport of materials within a cell.

3.1.B.A5

3.1.B.A2


Standard

BIO.A.4.2 Explain mechanisms that BIO.A.4.2.1 Explain how organisms maintain homeostasis (e.g., thermoregulation, water regulation, 3.1.B.A8

permit organisms to maintain oxygen regulation). 3.1.B.A5

biological balance between 4.5.4.D

their internal and external 4.2.4.C

environments.




MODULE B—Continuity and Unity of Life FINAL—March 1, 2010�

ASSESSMENT ANCHOR

BIO.B.1 Cell Growth and Reproduction


Standard

BIO.B.1.1 Describe the three stages of

the cell cycle: interphase,

nuclear division, cytokinesis.

BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear division (i.e., mitosis

or meiosis), cytokinesis.

3.1.B.A4

3.1.B.A5

3.1.B.B2

3.1.B.B3

3.1.B.B5

3.1.B.C2

3.1.C.C2

BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear divisions. 3.1.B.A4

3.1.B.A5

3.1.B.B2

3.1.B.B3

3.1.B.B5

3.1.B.C2

3.1.C.C2


Standard

BIO.B.1.2 Explain how genetic

information is inherited.

BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission and/or conservation

of genetic information.

3.1.B.B1

3.1.B.B3

3.1.B.B5

3.1.B.C2

3.1.C.C2

BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and chromosomes and their 3.1.B.B1

roles in inheritance. 3.1.B.B5

3.1.B.B2

3.1.B.B3

3.1.C.C2





ASSESSMENT ANCHOR

BIO.B.2 Genetics


Standard

BIO.B.2.1 Compare Mendelian and

non-Mendelian patterns of

inheritance.

BIO.B.2.1.1 Describe and/or predict observed patterns of inheritance (i.e., dominant, recessive,

co-dominance, incomplete dominance, sex-linked, polygenic, and multiple alleles).

3.1.B.B5

BIO.B.2.1.2 Describe processes that can alter composition or number of chromosomes

(i.e., crossing-over, nondisjunction, duplication, translocation, deletion, insertion, and

inversion).

3.1.B.B1

3.1.B.B2

3.1.B.B3

3.1.C.C2


Standard

BIO.B.2.2 Explain the process of protein

synthesis (i.e., transcription,

translation, and protein

modification).

BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all organisms. 3.1.B.B1

3.1.B.B3

3.1.B.B5

3.1.C.B3

3.1.C.C2

BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus, and the nucleus in

the production of specific types of proteins.

3.1.B.A5

3.1.B.B3

3.1.B.B5

3.1.C.B3


Standard

BIO.B.2.3 Explain how genetic

information is expressed.

BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may not affect

phenotype (e.g., silent, nonsense, frame-shift).

3.1.B.B1

3.1.B.B3

3.1.B.C2

3.1.C.B3

3.1.C.C2






Standard

BIO.B.2.4 Apply scientific thinking,

processes, tools, and

technologies in the study of

genetics.

BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine, forensics, and

agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms,

gene therapy).

3.1.B.B4

4.4.7.A

4.4.10.A

4.4.12.A

4.4.7.B

4.4.10.B

4.4.12.B





ASSESSMENT ANCHOR

BIO.B.3 Theory of Evolution


Standard

BIO.B.3.1 Explain the mechanisms of

evolution.

BIO.B.3.1.1 Explain how natural selection can impact allele frequencies of a population. 3.1.B.C1

BIO.B.3.1.2 Describe the factors that can contribute to the development of new species (e.g., isolating

mechanisms, genetic drift, founder effect, migration).

3.1.B.C1

3.1.B.C2

BIO.B.3.1.3 Explain how genetic mutations may result in genotypic and phenotypic variations within a

population.

3.1.B.C2

3.1.B.B1


Standard

BIO.B.3.2 Analyze the sources of

evidence for biological

evolution.

BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil, anatomical, physiological,

embryological, biochemical, and universal genetic code).

3.1.B.C3

3.1.B.C1

3.1.B.B3


Standard

BIO.B.3.3 Apply scientific thinking,

processes, tools, and

technologies in the study of

the theory of evolution.

BIO.B.3.3.1 Distinguish between the scientific terms: hypothesis, inference, law, theory, principle, fact,

and observation.

3.1.B.A9





ASSESSMENT ANCHOR

BIO.B.4 Ecology

Anchor Descriptor Eligible Content Enhanced Standard

BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism,

population, community, ecosystem, biome, and biosphere).

4.1.4.A

4.1.7.A

4.1.10.A

4.1.7.C

4.4.6.A 4.5.3.D BIO.B.4.1 Describe ecological levels of

organization in the biosphere.

BIO.B.4.1.2 Describe characteristic biotic and abiotic components of

aquatic and terrestrial ecosystems.

4.1.7.A

4.1.3.A

4.1.4.B

4.2.10.A

4.1.4.C

4.4.5.C

4.4.3.C

Anchor Descriptor Eligible Content Enhanced Standard

BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food

chains, food webs, energy pyramids).

4.1.4.C

4.1.7.C

4.1.10.C

4.1.12.C

4.1.3.C

4.1.5.C

4.1.5.A

BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition,

predation, symbiosis).

4.1.7.A 4.1.10.A 4.5.3.D 4.5.6.D

BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e.,

water cycle, carbon cycle, oxygen cycle, and nitrogen cycle).

4.1.4.B

4.1.7.B

4.2.5.A

4.2.7.A

4.3.12.A

4.4.3.C

4.5.4.C

4.5.8.C

4.3.4.D

3.1.B.A2

BIO.B.4.2.4 Describe how ecosystems change in response to natural and

human disturbances (e.g., climate changes, introduction of

nonnative species, pollution, fires).

4.1.10.A

4.1.10.B

4.1.12.A

4.1.4.A

4.1.12.C

4.1.4.E

4.1.7.E

4.1.10.E

4.5.10.D

4.2.8.A

4.2.10.A

4.2.12.A

4.2.10.B

4.2.12.B

4.2.10.C

4.2.12.C

4.3.12.A

4.3.10.B

4.5.10.B

4.5.12.B

4.5.4.C

4.5.7.C

BIO.B.4.2 Describe interactions and

BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics

and potential species extinction.

4.1.4.A

4.1.10.A

4.1.12.A

4.1.7.E

4.1.10.E

4.1.4.E

4.2.10.C

4.5.3.D

4.5.5.D

4.5.6.D

4.5.10.D

4.2.10.A

4.2.7.A

4.2.8.A

4.2.10.B

4.4.6.A

4.4.6.B

4.4.3.C

4.4.5.C

4.5.7.B

4.5.7.C

relationships in an ecosystem.



Documents

Keystone Exams: Biology Assessment Anchors and Eligible ... the Board/B… · The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each